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A Raisin in the Sun: A Unit Plan

Yesenia Miranda

SCED 305

Northeastern Illinois University

Goals and Objectives for Student Learning

Goals

The most important goal for student learning throughout this unit is broadening students’ perspective on discrimination and making them aware about the racial injustices people might face on a daily basis. Making students aware of discrimination in the housing market will encourage them to become better members of their communities and become more aware of how they treat others. Another goal of this unit is introducing students to a different style of writing (script writing) and develop their oral presentation skills. The final goal of the unit is encourage students to think about the ways in which writers deliver their messages and how it impacts the audience/reader.

Objectives

Students will be able to define and explain the significance of the Great Migration and the Civil Rights Movement.

Students will be able to identify and evaluate the goals and dreams of specific characters in A Raisin in the Sun, what the characters do to achieve their dreams, and the end result of their journey.

Students will be able to infer why Lorraine Hansberry uses dialect in A Raisin in the Sun and how it better helps us understand the character in the play.

Students will be able to discuss how Lorraine Hansberry’s A Raisin in the Sun draws attention to discrimination in the housing market during the civil rights era.

Students will be able to examine how discrimination in the housing market still persists in the United States.

Students will be able to define assimilation and explain how it is addressed in A Raisin in the Sun.

Students will be able to work collaboratively to create and perform an original script based on A Raisin in the Sun.

Rationale

The following unit plan was created and developed to serve the needs of students from diverse backgrounds to provide them with insight into the racial injustices that people still face even after the Civil Rights Movement. The discussions that students will have as a result of the

lessons and materials that they read will provide them with the information they need to examine their own communities and the city of Chicago as a whole through a more critical lens. By the end of the unit, students will have engaged in discussions that not only reflect the knowledge they have gained throughout the unit, but also become more aware of how they interact with others.

Standards Addressed

CCSS.ELA-LITERACY.RI.11-12.1

Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-LITERACY.W.11-12.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

CCSS.ELA-LITERACY.RI.11-12.2Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.11-12.3Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-LITERACY.RL.11-12.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

CCSS.ELA-LITERACY.SL.11-12.4Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Lesson Overviews

Lesson Plan – Day 11. Descriptive Data

Teacher: Yesenia Miranda Date: 3/24/14

Grade Level/Course: 10th-12th ESL American Literature

Lesson Topic: The Great Migration and the Civil Rights Movement

Time Required: 51 minutes

Unit Topic: A Raisin in the Sun

Lesson Number in Unit: 1

2. Standards and Objectives Common Core Standards

CCSS.ELA-LITERACY.RI.9-10.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts

Objectives

Students will be able to gain insight into Lorraine Hansberry’s background.

Students will be able to explain the Great Migration and the goals of the Civil Rights movement.

3. Rationale

Before reading A Raisin in the Sun by Lorraine Hansberry, students must understand the historical context of the text. Learning about the Great Migration and the Civil Rights Movement will help students make connections between real-world issues and the struggles of the characters in A Raisin in the Sun.

4. Materials and Resources

A Raisin in the Sun PowerPoint (Attached)“Harlem” by Langston Hughes (Attached)A Raisin in the Sun vocabulary words and semantic map: Assimilation, Indictment, Decisive, Imploring, Ludicrous (Attached)

5. Instructional Procedure

Bell Ringer: 7 Minutes

What do you know about the Great Migration and the Civil Rights Movement?

Students will come in, write the objective, and respond to the bell ringer. When students have completed the bell ringer, the teacher will ask for volunteers or ask a few students to share their responses. The teacher will also share a response or develop a short discussion based on the students’ answers.

The Great Migration and Civil Rights Presentation: 20 Minutes

Teacher will transition from the bell ringer and present a short PowerPoint on the Great Migration and the Civil Rights Movement. Students will learn about the struggles of people migrating to the north, public and school segregation, and leaders of the Civil Rights Movement. The presentation begins with a short biography of Lorraine Hansberry’s life, including the struggles her own family faced because of housing discrimination. The PowerPoint also includes background on the Harem Renaissance, Langston Hughes, and an excerpt from Dr. Martin Luther King’s “I Have a Dream” speech. Students will be asked if they feel whether his dream became a reality or not.

Annotation and Choral Read – “Harlem” by Langston Hughes: 10 Minutes

Students will read “Harlem” by Langston Hughes and annotate it silently. Teacher will ask students what the poem means to them and how it makes them feel. Teacher will lead into a discussion about dreams and how people try to achieve them. Teacher will ask students about their own personal dreams and how they plan to achieve them.

Exit Slip: 9 Minutes

What was the Great Migration? Explain why people wanted to migrated north and what they might have wanted to achieve.

What were the goals of the Civil Rights Movement? Do you think these goals have been achieved? Why/Why not?

Students will answer the exit slip and turn it in by the end of the class period.

Vocabulary/Homework: 5 Minutes

Teacher will introduce the vocabulary words for the week (Assimilation, Indictment, Decisive, Imploring, and Ludicrous). For homework, students will use a semantic map (attached) to explore the vocabulary words. Students must be prepared to present the vocabulary words during the next period.

6. Assessment

Students will be assessed on the answers that they provide in the exit slip to show what they learned from the presentation. This assessment will also allow students to gain prior knowledge on the issues and themes that they will encounter throughout the unit. On the final exam, students will synthesize the information gained from this lesson to explain the connection between Civil Rights and housing market discrimination.

7. Modifications

Provide printed copies of the presentation. Define and explain difficult phrases or concepts throughout the PowerPoint presentation. Provide clear instructions for writing. Model annotating texts.

8. Extension Students will start working on their vocabulary homework.

A Raisin in the Sun PowerPoint

Semantic Map

Vocabulary Word: _______________________

Visual: Definition:

Synonym: Antonym:

Definition:




Lesson Topic: Viewing: A Raisin in the Sun (1961)



Lesson Number in Unit: 2 2. Standards and Objectives Common Core Standards

CCSS.ELA-LITERACY.RL.11-12.7Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.

Objectives

Students will be able to increase their knowledge about the assigned vocabulary words by working in pairs to present their semantic maps.

Students will be able to develop their background knowledge on characters, issues, and themes by watching A Raisin in the Sun.

3. Rationale

In order for students to fully experience Lorraine Hansberry’s A Raisin in the Sun, they must first be given the opportunity to watch the play. A Raisin in the Sun is a play full of emotion and tension, so it is only fitting that students watch the play before they begin reading so that they can experience it as an audience. Once students have finished watching the play, they can then read the text and deeply engage with the concepts and themes presented.


Semantic Map (Attached), whiteboard, and markersFilm: “A Raisin in the Sun” (1961) A Raisin in the Sun by Lorraine Hansberry (McDougal Littell)


Vocabulary - Semantic Map Presentations: 10 Minutes

As students enter the room, students will be paired off and handed a marker to share. They will be assigned a specific vocabulary words and have 2 minutes to compare the semantic maps that they completed for homework with their partner’s work. Once they have agreed on the picture, definition, synonyms, antonyms, and sentences they will use, each pair will create a semantic map on the board. Once the maps are completed, each pair will present maps. Teacher will help clear up any inconsistencies or problems that may arise from the maps.

Introduction to A Raisin in the Sun: 10 Minutes

Teacher will introduce A Raisin in the Sun by reading the first few pages from the text that includes the time period and setting description of the play. Teacher will prepare students for the play by encouraging them to analyze what the characters say and do throughout the play as well as how they develop over time.

Viewing - A Raisin in the Sun (1961): 31 Minutes

Students will begin watching A Raisin in the Sun (1961) in class. Teacher will pause the film if students become confused or have questions about the film.

6. Assessment

Students will watch the play to gain a deeper understanding of the plot and characters in A Raisin in the Sun. After students have watched the play, read the text, and engaged in discussion, they will be expected to be able to explain the plot, major events, and analyze the characters on the final exam.

7. Modifications

Provide an alternative version of the film, provide clear instructions, define or explain difficult words or terms throughout the play, allow students to change seats if they cannot see.

8. Extension

Continue watching A Raisin in the Sun

Semantic Map

Vocabulary Word: _______________________

Visual: Definition:

Synonym: Antonym:

Definition:










Objectives


3. Rationale



Film: “A Raisin in the Sun” (1961)


Review - A Raisin in the Sun (1961): 10 Minutes

Students will come in and write the objective so that they are reminded of what they are supposed to be focusing on while watching the film. Next, teacher will lead a discussion to review what they saw during the previous class and where they left off in the film.


Students will continue watching A Raisin in the Sun (1961) in class. Teacher will pause the film if students become confused or have questions about the film.

6. Assessment


7. Modifications


8. Extension











Objectives


3. Rationale








Students will continue watching A Raisin in the Sun (1961) in class. Teacher will pause the film if students become confused or have questions about the film.

6. Assessment


7. Modifications


8. Extension










CCSS.ELA-LITERACY.RL.11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.

Objectives


3. Rationale








Students will finish watching A Raisin in the Sun (1961) in class. Teacher will pause the film if students become confused or have questions about the film.

Discussion - Final Reactions: 10 Minutes

Teacher will ask students about their reactions to the end of the play. Teacher will facilitate discussion by mentioning important events or topics in the play that stand out the most. Students will be encouraged to ask questions or evaluate the characters in the play.

Closure - Discussion wrap-up and homework: 3 Minutes

Teacher will wrap-up the discussion by talking about some of the topics they will explore throughout the unit, highlighting discrimination in the housing market. Students will be instructed to read Act 1 for homework and write a short summary of what they found important.

6. Assessment


7. Modifications


8. Extension

Begin reading Act 1 in A Raisin in the Sun




Lesson Topic: Dialect Discussion





CCSS.ELA-LITERACY.RL.11-12.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Objectives

Students will be able to infer why Lorraine Hansberry uses dialect in A Raisin in the Sun and how it better helps us understand the character in the play.

3. Rationale

The use of dialect in A Raisin in the Sun is important for students to study because it sparks conversations about author’s purpose and helps students make inferences about specific characters. For example, Lena’s (Mama) dialect is much more pronounced than those of her children and Beneatha’s dialect is influenced more by her advanced education. Studying how dialect allows the reader to distinguish between characters is a topic that is important for students who study plays.


A Raisin in the Sun by Lorraine Hansberry (McDougal Littell)A Raisin in the Sun dialect quotes



What does the word “dialect” mean? Provide an example of dialect.

Students will come in, write the objective, and respond to the bell ringer. When students have completed the bell ringer, the teacher will ask for volunteers or ask a few students to share their responses. The teacher will also share a response or develop a short discussion based on the students’ answers.

Dialect Discussion: 15 Minutes

Teacher will go over the bell ringer and provide students with a clear definition of dialect and ask students to read the following examples:

Examples of dialect:“What ya’ll doin’ tonight?”

“I ain’t ‘bout to go to no store at the crack of dawn!”“Why you be talking to your brother like that?”

“He ain’t no nothing but to be lazy.”Once students have read the examples, the teacher will ask the students to describe what each sentence is saying or describing. Next, students will also try to create a sentence using the same type of dialect from A Raisin in the Sun and share them in class. Once students have responded the teacher will ask the students to think about what they have read in Act 1 and how the examples above connect to A Raisin in the Sun. Once students make connections between the example and Lorraine Hansberry’s writing style, students will move on to the next activity.

Dialect Activity – Examples from A Raisin in the Sun: 20 Minutes

Teacher will project the dialect examples from A Raisin in the Sun (attached), have the students read each quote out loud, and explain what the sentence is saying/describing. After the students have read all of the quotes, the teacher will have students break up into groups to examine the quotes and draw conclusions about the characters and the differences in the way that they speak. Hopefully, students will come to the conclusion that although Mama, Walter, and

Beneatha are immediate family, the way in which they each speak is different. Some of the typical responses why they speak differently might be that Mama is not educated, Mama is from the South, Walter was raised in the South-Side of Chicago and that might be why his dialect is not as pronounced, and that Beneatha speaks Standard English because she is educated. The teacher should help students come to these conclusions on their own by helping them compare and contrast the characters. Finally, each student will choose a quote and share how it incorporates dialect and what it says about the character.


What is dialect and why does Lorraine Hansberry use it in A Raisin in the Sun. What does dialect do to help us better understand the characters?

Students will answer the exit slip and turn it in at the end of class. Teacher will remind students of the vocabulary quiz they will take during the next period and assign finishing Act 1 for homework.

6. Assessment

Besides being informally assessed throughout the lesson on what they have learned about dialect, as a summative assessment students will be required to write a script that uses dialect to differentiate between the characters in the play. Also, students will be required to answer a question on their final exam for which they will discuss why Lorrain Hansberry uses dialect in A Raisin in the Sun and how dialect can help readers better understand the characters in the play.

7. Modifications

Provide copies for students, define difficult terms of phrases, allow students to work in pairs.

8. Extension

Students will finish reading Act 1 in A Raisin in the SunStudents will study for the vocabulary quiz

Dialect examples from A Raisin in the Sun :

Lena/Mama

Yes, a fine man – just couldn’t never catch up with his dreams, that’s all.

Now don’t you start, child. It’s too early in the morning to be talking about money. It ain’t Christian.

What was you and your brother fussing ‘bout this morning?

Walter

No! And the line between asking and just accepting when the time comes is big and wide—ain’t it?

I don’t want nothing but for you to stop acting holy ‘round here.

It ain’t that nobody expects you to get on your knees and say thank you, Brother; thank you, Ruth; thank you, Mama…

Beneatha

I have never asked anyone around here to do anything for me!

It’s just that people ask such crazy things. All anyone seems to know about when it comes to Africa is Tarzan—




Lesson Topic: Reading/Acting Workshop

Time Required: 51 Minutes




Objectives

3. Rationale

Although students have already watched the film version of A Raisin in the Sun, it is important for students to participate in acting workshops in the classroom because a play is not meant only to be read, but to be seen and heard. Using a workshop approach to reading A Raisin in the Sun will help students practice their oral presentation skills and give them the opportunity to read in class.


Vocabulary Quiz (Attached)A Raisin in the Sun by Lorraine Hansberry (McDougal Littell)


Vocabulary Quiz: 5 Minutes

Teacher will project the vocabulary quiz (attached) and give students five minutes to complete the quiz. Once students have completed the quiz they will turn it in to the teacher.

Discussion - A Raisin in the Sun Act 1: 10 Minutes

Teacher will facilitate a short discussion about the important events of Act 1 in A Raisin in the Sun (students should have read all of Act 1 for homework). Some of the topics that might be covered during discussion would be the families’ living conditions, Ruth’s financial worries, Walter’s plan to invest in a liquor store, Beneatha’s lack of faith in God, and the arrival of the Insurance check.

Reading/Acting Workshop- A Raisin in the Sun Act 2: 35 Minutes

Teacher will ask students to form a circle in the center of the classroom. Once students are seated, the teacher will ask for volunteers to act out the first scene of Act 2 in A Raisin in the Sun. The volunteers will then enter the center of the circle and the audience will be encouraged to help the actors act out the scene by making sure that they are following the stage directions. The teacher’s role will be to narrate and question the audience if the actors have missed something or to encourage them to be creative with their suggestions.

Closure: 6 Minutes

Once the workshop is complete, the teacher will close the class by explaining the reasons why we must practice acting in the classroom because plays must be experienced, seen, and heard. The teacher will also explain how different directors make different choices about how to approach their plays depending on their vision for the script. Teacher will also assign finishing Act 2 for homework.

6. Assessment

This workshop will allow students to practice acting in the classroom. As a final assessment, students will be required to create and perform their own scripts based on a Raisin in the Sun.

7. Modifications

Allow students to workshop in small groups, provide paper copies of the text, provide different ranges of difficulty during the workshop, clearly explain directions, model some of the acting, provide an alternate assignment, allow students to perform from their seats.

8. Extension

Students will finish reading Act 2 in A Raisin in the Sun.

Vocabulary Quiz

Directions: Read the following definitions and

Assimilation Indictment Decisive Imploring Ludicrous

1. Begging someone to do something that you want them to do

2. Foolish or stupid

3. To adopt the ways of another culture that is different from your own

4. Being formally charged for a crime

5. Having the ability to make decisions easily

Lesson Plan – Day 8 1. Descriptive Data



Lesson Topic: Housing Discrimination in America





CCSS.ELA-LITERACY.RI.11-12.2Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Objectives

Students will be able to examine discrimination in the housing market, the tactics that are used to discriminate against people, and connect their learning about discrimination to A Raisin in the Sun.

3. Rationale

In A Raisin in the Sun, the Younger family experience housing discrimination and is a major focus in the play. It is important for students to understand that the issues in the texts are still relevant and problematic for people around the country today. The New York Times article used in this lesson will help students make connections between what happened to the Younger family and the information presented in the article.


New York Times Article (Attached)



What do you know about the connection between civil rights and discrimination in the housing market?

Students will come in, write the objective, and respond to the bell ringer. When students have completed the bell ringer, the teacher will ask for volunteers or ask a few students to share their responses.

Annotating Article: 20 Minutes

Students will read the attached article from the New York Times and silently annotate it. Teacher will go over what annotating is, but students have to work independently to annotate the article. Once students have read and annotated the article, students will pair up, compare their annotations, and discuss the article.

Article Discussion: 10 Minutes

Teacher will bring the class back together to discuss the article and ask students what they thought was interesting. Some of the topics students might bring up are the powerful statistics and tactics that are being used to discriminate against people. Teacher will help students make connections to the text by asking them to think about and respond to how the article connects A Raisin in the Sun.


What is housing discrimination and how does it still persist today? What tactics are used to discriminate against people? What tactics are the tactics used to discriminate against the Younger family?

Students will answer the bell ringer and turn it in by the end of the class period.

6. Assessment

The bell ringer will assess what they know about the topic of discrimination in the housing market and the exit slip will assess what they learned as a result of reading, annotating, and discussing the article. On their summative assessment, students will be required to demonstrate their knowledge about discrimination in the housing market and how it connects to A Raisin in the Sun. Also, in some cases the scripts that students create for their projects will be required to address discrimination in the housing market.

7. Modifications

Read the article to the students, provide larger print copies, define difficult terms or ideas, explain or re-state information from the article in a different way, project the article on the board, model annotating.

8. Extension The New York Times

June 11, 2013

Discrimination in Housing Against Nonwhites Persists Quietly, U.S. Study Finds

By SHAILA DEWAN

Discrimination against blacks, Hispanics and Asians looking for housing persists in subtle forms, according to a new national study commissioned by the federal Department of Housing and Urban Development. Though less likely to face overt obstacles, like being refused an appointment to see a home, minority customers were shown fewer available units than whites with similar qualifications, the study found.

They were also asked more questions about their finances, according to the study, and given fewer offers of help financing a loan.

“Although we’ve come a long way from the days of blatant, in-your-face housing injustice, discrimination still persists,” Shaun Donovan, the department’s secretary, said in a telephone conference on Tuesday unveiling the findings. “And just because it has taken on a hidden form doesn’t make it any less harmful.”

In each of the study’s 8,000 tests, one white and one minority tester of the same gender and age, posing as equally well-qualified renters or buyers, visited the same housing provider or agent. In more than half the test cases, both testers were shown the same number of apartments or homes. But in cases where one tester was shown more homes or apartments, the white tester was usually favored, leading to a higher number of units shown to whites overall.

In one test, a white customer looking for a two-bedroom apartment was shown a two-bedroom and a one-bedroom and given applications for both, while a Hispanic customer who arrived two hours later was told that nothing was available. In another, a real estate agent refused to meet with a black tester who was not prequalified for a loan, while a white tester was given an appointment without being asked if she had prequalified.

The study was the fourth of its kind since 1977, when the results showed a starker form of discrimination known as door-slamming. In 17 percent of the cases in that study, whites were offered a unit when blacks were told that none were available. In 2012, when the new study was conducted, the vast majority of testers of all races were able to at least make an appointment to see a recently advertised house or apartment.

But once they arrived, they were given fewer options. Over all, black prospective renters were presented 11 percent fewer rentals than whites, Hispanics about 12 percent fewer rentals and Asians about 10 percent fewer rentals. As prospective buyers, blacks were presented 17 percent fewer homes and Asians 15 percent fewer homes, but Hispanics were given the opportunity to see roughly the same number of homes as whites.

White testers also were more frequently offered lower rents, told that deposits and other move-in costs were negotiable, or were quoted a lower price. Taking into account fees, deposits and rents, apartments were more likely to cost whites slightly less in the first year of rental than blacks might pay.

The study did not examine discrimination in lending practices, though there is already considerable evidence that minorities have suffered significantly from predatory lending and were far more likely during the housing boom to be offered subprime loans even if they qualified for cheaper conventional mortgages.

The tests were performed in 28 metropolitan areas but found no substantial differences across cities or regions, the authors wrote.

Margery Austin Turner, a senior vice president at the Urban Institute, the research group that conducted the study, said that buyers and renters with poor credit or other blemishes on their financial records had experienced more pernicious forms of discrimination than the well-qualified customers in the study. “The findings probably understate the overall levels of discrimination in the market today,” she said.

Even subtle discrimination like steering minorities to certain neighborhoods or failing to offer them the homes most likely to increase in value would result in substantially weaker accumulation of wealth, said John Taylor, the president and chief executive of the National Community Reinvestment Coalition, which seeks to improve housing in underserved communities.

Polling shows that many Americans think financially stable customers have the same opportunities to obtain good housing regardless of race, he added.

“A study like this,” he said, “helps you understand that there really is very different treatment occurring when it comes to things like housing and lending.”




Lesson Topic: Script Project Introduction





CCSS.ELA-LITERACY.W.11-12.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Objectives

3. Rationale

In order for students to engage deeply with the character and themes presented in A Raisin in the Sun, students should experience creating their own scripts that imagines the future life of the characters based on what they know from the reading. Also, students should be assigned performance assessments when they are studying a play in class because it builds their oral presentation skills and gives them the freedom to express what they learned other than on a test.


Script Project Packet (Attached)Adapted from: http://www.humble.k12.tx.us/site/handlers/filedownload.ashx?moduleinstanceid=66579&dataid=133461&FileName=Raisin%20in%20the%20Sun%20Dramatic%20Script%20Pre%20AP.pdf.


Introduce Project: 10 Minutes

http://www.humble.k12.tx.us/site/handlers/filedownload.ashx?moduleinstanceid=66579&dataid=133461&FileName=Raisin%20in%20the%20Sun%20Dramatic%20Script%20Pre%20AP.pdf



Teacher will introduce the project by reading and explaining everything that is on the packet, going through the expectations of the project, and explaining the project rubric. Teacher will ask that students hold all questions until the end of the project introduction.

Project Discussion: 10 Minutes

Teacher will allow students to ask questions about the project and discuss whatever is not clear to them. Teacher will ask students to focus on the rubric so that they know what is expected of them.

Project Modeling/Activity: 15 Minutes

Teacher will explain how to use the script writing packet by modeling the process on the projector. Students will offer suggestions about the setting, time, and place as the teacher types it on to the template. Students will also work together to develop characters and a sample script including stage directions. Once the script is complete, a few volunteers will perform the script that the class created.

Group Selection: 10 Minutes

Teacher will allow students to choose their groups and discuss what option they will be selecting for their scripts.

Closure: 6 Minutes

Teacher will go over the due dates, tasks, and time allowed for in-class work on the project. Students will be reminded to have finished Act 2 in A Raisin in the Sun.

6. Assessment

The script project counts toward one of their final assessments. As a result of the previous lessons and reading of A Raisin in the Sun, the students should be able to create scripts that relate to A Raisin in the Sun. Students will also be encouraged to imitate Lorraine Hansberry’s use of dialect. The script will also reflect their knowledge on housing discrimination and how the characters might have developed because of it.

7. Modifications

Create the groups, provide clear instructions, provide an alternate project, provide more time.

8. Extension

Students will write a short summary of Act 2 in A Raisin in the Sun.

Name: _____________________________________ Date: ________________________ Period: ____

A Raisin in the Sun – Script Writing Project

A Raisin in the Sun ends with the Younger Family preparing to move into their new home after facing family struggles and discrimination. For this project, select one of the following options and create a script that would act as the next scene in A Raisin in the Sun. Once the scripts are completed, each group will present their work in class.

Options

1. Write a scene that starts immediately after the play, as the Youngers and the new moving van arrive in Clybourne Park.

2. Write a scene in which Ruth arrives home with the new baby.

3. Write a dialogue between two members of the Younger family as they sit on their front porch a year after they have moved in.

4. Write a scene that shows the wedding of Beneatha and Asagai.

5. Write a scene involving Lena’s 1st Homeowners association meeting in the new neighborhood.

Setting Description

Describe the setting of the play

Cast

Characters in the script (at least 2)

Script Formatting

Act 4

Scene 1

Time: What is the time period?

Place: Location of the scene

Setting Description: Where is the scene taking place, who are the characters in the scene? What are the characters doing?

CHARACTER 1. The character’s names should be uppercase and the dialogue should be written directly following the character’s name.

CHARACTER 2. Your script should include 20 lines of dialogue (1 Point each)

CHARACTER 1. Experiment with and imitate Lorraine Hansberry use of dialect.

CHARACTER 2. (Use italics to describe the actions characters perform) while they are speaking

CHARACTER 3. (This is also known as stage directions)

CHARACTER 1. Think about what you want the audience to learn about the family and be creative!

Project Rubrics – 100 Points

Unacceptable (69 points and below)

Acceptable (70-89 points)

Target (90-100 points)

Setting (20) Group did not include a setting descriptions for their script.

Group created a setting description for their script but did not include the time and place.

Group created a full setting descriptions and included the time and place of the scene.

Cast (20) Group did not include a cast for their script.

Group included at least 2 characters in their script

Group included at least 2 character in the script.

Group Work (20) Group did not work well or efficiently during class time.

Group worked well and efficiently most of the time.

Group worked well and efficiently together during class time.

Script/Dialogue (20) Script is missing or handwritten and formatted incorrectly.

Script is mostly formatted correctly and presented as a printed hard-copy in class.

Script follows the format above and is presented as a printed hard-copy in class.

Performance (20) Actors did not take the presentation seriously or refused to participate.

Actors demonstrated some effort during their presentation.

Actors performed with enthusiasm and showed significant

effort.


Teacher: Yesenia Miranda Date: April 4th 2014


Lesson Topic: Script Writing and Work Period (Group Project)





CCSS.ELA-LITERACY.W.11-12.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

Objective


3. Rationale

It is important for students to be able to engage with different types of writing in the classroom. The play A Raisin in the Sun serves as a model for students to explore script writing. Working collaboratively in groups to create a script that is meaningful to them yet relates to the topics and issues presented in A Raisin in the Sun will help students make connections between the text and the real world.


Script writing packet (attached)Adapted from: http://www.humble.k12.tx.us/site/handlers/filedownload.ashx?moduleinstanceid=66579&dataid=133461&FileName=Raisin%20in%20the%20Sun%20Dramatic%20Script%20Pre%20AP.pdf.





Bell Ringer (7 Minutes): Choose a character from A Raisin in the Sun and discuss what you think the future holds for them.

Students will come in and start working on the bell ringer. The purpose of the bell ringer will be to get the students to think about the characters in A Raisin in the Sun and develop ideas that will help them during the script writing process.

Group Work (25 Minutes): Students will begin to start developing ideas for their scripts and begin the script writing process. Students will be working in groups while the teacher walks around the room to help students, ask questions about their scripts, and encourage them to work efficiently in groups.

Closure (6 Minutes): Teacher will end the group work period and close the class by reminding students about their deadlines, asking questions about their experiences working in groups, and assigning homework. Students will be able to continue working on their scripts during the next class period.

6. Assessment

Students will be assessed on their ability to produce a script that imagines the future of the Younger family in A Raisin in the Sun. Students will be assessed with the attached rubric which includes script writing, group work, and performance. 7. Modifications

Model the script writing process, explain directions in multiple ways, provide extra examples, provide definitions for key words, and allow extra time.

8. Extension

Students will begin rehearsing their scripts.




Lesson Topic: Reviewing Act 2 and Reading Aloud: Act 3





CCSS.ELA-LITERACY.RI.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

Objectives

Students will be able to identify significant events in Act 3 of A Raisin in the Sun and discuss why those events are important to the play as a whole.

3. Rationale

Reading aloud with students is important in an English classroom because it helps the teacher identify struggling readers and gives those struggling readers a chance to practice the skill. Also, reading aloud in the classroom allows students to engage in discussion with their peers and talk about ideas or concepts that are confusing or provocative.


Act 3 - A Raisin in the Sun by Lorraine Hansberry (McDougal Littell)



“Summarize the most significant event of Act 2 in A Raisin in the Sun.”

Students will come in and starting working on the bell ringer. The bell ringer will provide students with ideas to include in their discussions about Act 2.

Act 2 Discussion: 15 Minutes

Students will engage in a discussion about the important events that they included for their bell ringer. Teacher will ask students questions to help them connect the important events to situations in their own lives. Teacher will also encourage students to evaluate the words and actions of the characters. Some of the topics to be discussed will be assimilation, identity, the purchase of the house, education, family, discrimination, and the loss of the family’s money.

Act 3 Read Aloud: 25 Minutes

Students will engage in a class read aloud. Teacher will read the stage directions while volunteers choose the roles that they would like to read from the play. As students are reading

teacher will invite students to ask questions or comment on what is going on in the play to spark discussion.


“What has been the most significant event in the reading so far and why is it important to the play overall?”

6. AssessmentOn the final exam, students will be required to summarize the important events that drove

the plot of the play.

7. Modifications

Increase wait-time, allow students to choose their roles, define/explain challenging words.

8. Extension

Students will begin to generate themes for A Raisin in the Sun




Lesson Topic: Reading Aloud: Act 3




CCSS.ELA-LITERACY.RL.11-12.2Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Objectives

Students will be able to identify significant events in Act 3 of A Raisin in the Sun and discuss why those events are important to the play as a whole.

3. Rationale

Reading aloud with students is important in an English classroom because it helps the teacher identify struggling readers and gives those struggling readers a chance to practice the skill. Also, reading aloud in the classroom allows students to engage in discussion with their peers and talk about ideas or concepts that are confusing or provocative.


Act 3 - A Raisin in the Sun by Lorraine Hansberry (McDougal Littell)


Review: 5 Minutes

Students will come in and form a circle. Once everyone is seated, the teacher will ask students to discuss what we read in during the last class and where we left off in the reading. The teacher will make sure that everyone is om the same page and ask for a new set of volunteers for the reading. Once roles have been assigned, students will continue reading.

Reading – A Raisin in the Sun Act 3: 40 Minutes

Students will engage in a class read aloud. Teacher will read the stage directions while volunteers choose the roles that they would like to read from the play. As students are reading teacher will invite students to ask questions or comment on what is going on in the play to spark discussion.

Closure: 6 Minutes

Teacher will start a discussion about the end of A Raisin in the Sun and ask students what they thought of the play. Teacher will ask students if they had and questions or were confused about the play and fill in any missing gaps. Teacher will remind students to come in prepared for another work period for their script projects.

6. Assessment

On the final exam, students will be required to summarize the important events that drove the plot of the play.

7. Modifications

Increase wait-time, allow students to choose their roles, define/explain challenging words.

8. Extension

Students will write a reflection on the ending of the play.




Lesson Topic: Script Project Work Period






Objectives


3. Rationale



A Raisin in the Sun by Lorraine Hansberry (McDougal Littell)Script Project Packet


Bell Ringer/Instructions: 5 Minutes

Students will come in, write the objective, and receive instructions for the group work period as well as the expectations of group work.

Group Work: 40 Minutes

Students will be working independently in groups to plan and develop their scripts. While students are working, the teacher will call up the groups for a mini-conference. During the mini-conferences (5 minutes for each group) the teacher will ask for the option that the students chose to work on, the group roles, and the ideas that they might have for the script. Once the mini-conference is over, students will return to their seats and get back to work.

Closure: 6 Minutes

Teacher will wrap up the class period by asking each group about the progress they made during the work period and remind them of the due dates.

6. Assessment

Students will be assessed on their ability to produce a script that imagines the future of the Younger family in A Raisin in the Sun. Students will be assessed with the attached rubric which includes script writing, group work, and performance.

7. Modifications

Provide clear instructions, allow groups to work together, provide extra time.

8. Extension

Groups will rehearse their scenes.




Lesson Topic: Take Home Exam Instructions





CCSS.ELA-LITERACY.W.11-12.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


Objectives

Students will be able to apply the knowledge and experiences that they have had throughout the unit on a take-home exam.

3. Rationale

This summative assessment is a culmination of all of the issues, topics, and themes explored throughout the unit. Providing the students with a take-home exam will allow them to organize their ideas and demonstrate what they have learned throughout the unit.


Character Chart (Attached)Take Home Exam (Attached)


Character Chart: 10 Minutes

Students will come in and write the objective of the day. Next, the teacher will distribute a character chart (attached) to each student. Teacher will explain that the character chart is a tool that they can use to organize their ideas before attempting to answer question #4 on the take-home exam. Next, teacher will explain how the character chart works and how they can use it to their benefit.

Take Home Exam Instructions: 25 Minutes

Teacher will read through the take-home exam with the students by explaining what each question requires. Teacher will instruct students to follow along and annotate the test as they see fit. Once the teacher has explained the exam, students will be allowed to ask questions about

what they are expected to produce. Teacher will encourage students to ask as many questions as they can think of so that they feel confident and prepared to take the exam.

Closure: 3 Minutes

Teacher will close the class by reminding them of the due date for the exam as well as encourage groups to get their script projects finalized and completed for the following class.

6. Assessment

Students will be assessed on their knowledge of the characters and events, author’s purpose, dialect, Civil Rights and discrimination in the housing market, and the theme of money in A Raisin in the Sun.

7. Modifications

Provide clear instructions and expectations, make the exam accessible online, model the types of responses that will be expected, define or explain difficult terms or the phrasing of the questions.

8. Extension Students will start the first questions of their take-home exam.

A Raisin in the Sun: Take Home Exam (90 Points- 10 Points Each)

Directions: Answer each of the following questions on a separate sheet of paper. This is a final

exam and must be written in your own words.

1. Identify the following characters by describing who they are and their function in the play:

Walter Lee Younger, Lena Younger, Beneatha Younger, Ruth Younger, Joseph Asagai, George

Murchison, Karl Lindner, Travis Younger, Bobo, and Willie.

2. Summarize the plot of A Raisin in the Sun in at least two paragraphs.

3. In A Raisin in the Sun, Lorraine Hansberry’s use of dialect within the dialogue helps us better

understand the characters in the play. Choose one of characters in the play and discuss what is

revealed about the character in terms of the dialect that they use.

4. The characters in A Raisin in the Sun each have a dream. Choose any character and identify

what their dream is and how they plan to achieve it. Did they achieve their dream in the end?

Why/Why not?

5. How does Lorraine Hansberry’s A Raisin in the Sun draw attention to discrimination in the

housing market during the civil rights era?

6. How is the issue of discrimination in the housing market still relevant today?

7. What does Lena’s plant represent or symbolizes?

8. What is assimilation and how is it address in A Raisin in the Sun?

9. One of the themes we discussed in class was the importance and influence of money. What

role does money play and how does it affect the following characters in the play: Walter,

Beneatha, Lena, Ruth?

OR

Develop your own theme and discuss the role the theme plays in A Raisin in the Sun and how it

affects the Younger Family.




Lesson Topic: Script Project Finalizing and Rehearsing





Objectives


3. Rationale



A Raisin in the Sun by Lorraine Hansberry (McDougal Littell)Script Project Packet


Bell Ringer/Instructions: 5 Minutes

Students will come in, write the objective, and receive instructions for the group work period as well as the expectations of group work. Students will also turn in their Take-Home Exams.

Group Work: 40 Minutes

Students will continue working on their group projects. Groups will be called up for another mini-conference to discuss what they want their audience to get out of watching their scene and how it relates to a Raisin in the Sun. The teacher should make sure that they are on the right track in term of how they develop the characters and the purpose of their scene.

Students who have completed their scripts and have approval from the teacher may start a dress rehearsal to practice for their presentation.

Closure: 6 Minutes

Teacher will remind students that the presentations need to be finalized by the next class period and that they need to be prepared to present.

6. Assessment

Students will be assessed on their ability to produce a script that imagines the future of the Younger family in A Raisin in the Sun. Students will be assessed with the attached rubric which includes script writing, group work, and performance.

7. Modifications

Provide clear instructions, allow groups to work together, provide extra help, work one-on-one with students.

8. Extension

Students will provide the teacher with a hand-written copy of the script.




Lesson Topic: Script Project Presentations





Objectives

Students will be able to work collaboratively to perform an original script based on A Raisin in the Sun.

3. Rationale



For teacher: Script Project Rubric (Attached)For students: Completed scripts


Presentation Instructions: 5 Minutes

Students will come in and get themselves organized for the presentation. The teacher will explain the rules of conduct that apply to presentations to try to minimize classroom management incidents.

Presentations: 40 Minutes

Teacher will ask students to volunteer to present and each presentation should be about five to seven minutes long. After the groups have presented, the teacher will ask the audience to offer the groups any comments/criticisms or ask questions about their peers’ presentation. Teacher will add what they liked about the performance while recording the performance grade.

6. Assessment

Groups will be assessed based on the rubric for the project. The combination between the script presentations and the final take-home exam will serve as data to determine whether or not students reached the objective of the unit.

7. Modifications

Provide extra wait-time, allow students more time to complete the project, provide extra help.

8. Extension

Project Rubrics – 100 Points

Unacceptable (69 points and below)

Acceptable (70-89 points)

Target (90-100 points)

Setting (20) Group did not include a setting descriptions for their script.

Group created a setting description for their script but did not include the time and place.

Group created a full setting descriptions and included the time and place of the scene.

Cast (20) Group did not include a cast for their script.

Group included at least 2 characters in their script

Group included at least 2 character in the script.

Group Work (20) Group did not work well or efficiently during class time.

Group worked well and efficiently most of the time.

Group worked well and efficiently together during class time.

Script/Dialogue (20) Script is missing or handwritten and formatted incorrectly.

Script is mostly formatted correctly and presented as a printed hard-copy in class.

Script follows the format above and is presented as a printed hard-copy in class.

Performance (20) Actors did not take the presentation seriously or refused to participate.

Actors demonstrated some effort during their presentation.

Actors performed with enthusiasm and showed significant effort.




Lesson Topic: Script Project Presentations/Unit Wrap-Up






Objectives

Students will be able to work collaboratively to perform an original script based on A Raisin in the Sun.

Students will be able to make conclusions as to why we study A Raisin in the Sun.

3. Rationale



For teacher: Script Project Rubric (Attached)For students: Completed scripts


Presentations: 25 Minutes

Teacher will ask students to volunteer to present and each presentation should be about five to seven minutes long. After the groups have presented, the teacher will ask the audience to offer the groups any comments/criticisms or ask questions about their peers’ presentation. Teacher will add what they liked about the performance while recording the performance grade.

Final Script Submission: 5 Minutes

Teacher will collect the final scripts and complete the grade for the project once the scripts are read and graded.

Unit Wrap-Up: 8 Minutes

Teacher will wrap up the unit by asking students why they think that they studied Lorraine Hansberry’s A Raisin in the Sun. The teacher will gear the discussion towards the fact novels, books, and plays all teach us something about the world we live in and provides us with lessons on how to be aware of our surroundings and become better people.

6. Assessment

Groups will be assessed based on the rubric for the project. The combination between the script presentations and the final take-home exam will serve as data to determine whether or not students reached the objective of the unit.

7. Modifications

Provide extra wait-time, allow students more time to complete the project, provide extra help.

***END OF LESSON PLANS

Assessments

Diagnostic. The diagnostic assessments for this unit include bell ringers and discussion for each lesson. The bell ringers allow the teacher to assess what students already know about the subject matter of the day and inform the subsequent discussions. The objectives and goals of the unit are based on the skills that students struggle with from the previous unit.

Formative. The formative assessments in this unit a largely based on in class discussions which allow the teacher to determine the areas of opportunity for the students as well as what they have begun to know and understand. Exit slips are also part of formative assessments which are based on the lessons covered for each class. The exit slips provides the teacher with immediate feedback on student learning.

Summative. There are two summative assessments for this unit, the script writing project and the final take-home exam. The script writing project synthesizes what students have learned about discrimination in the housing market, dialect, and the connection made while reading A Raisin in the Sun. The final take-home exam assess students on all of the major topics and ideas discussed in class. This includes knowledge of the plot and characters in A Raisin in the Sun, discrimination in the housing market in terms of civil rights, dialect, assimilation and how it is explore in A Raisin in the Sun, and theme (money or any other themes students would like to explain). The combination of the two assessments allows students more opportunity to demonstrate what they have learned throughout the unit.

Technology Summary

The technology that was used throughout this unit included a PowerPoint presentation on Day 1 to frontload the unit on Lorraine Hansberry’s A Raisin in the Sun. The PowerPoint was used to provide students with background knowledge on the Great Migration and the Civil Rights Movement. Also, technology was used on days 2-6 when students were watching the 1961 version of A Raisin in the Sun. The decision to have students watch the film version of the play was so that they can experience the play as it was meant to be experienced and so that they have a better understanding of the play before they read. Finally, technology was used throughout the unit to deliver/project instructions during every class period.

Unit Plan Framework

This unit fits in to a larger course called ESL American Literature. The unit is preceded by F. Scott Fitzgerald’s The Great Gatsby and followed by Tim O’Brien’s The Things They

Carried. A Raisin in the Sun provides students with a different perspective on life, love, family, and struggle. Also, the nit fits well with the course because of the focus on the American dream. The larger course is meant to cover these topics and develop the skills included in this unit throughout this unit.

Documents

yeseniamiranda.weebly.comyeseniamiranda.weebly.com/uploads/1/9/8/0/...sun.docx · Web viewStudents will be able to define and explain the significance of the Great Migration and